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Family Information and Services Hub

Bright Horizons Chilworth Day Nursery and Preschool

Day nursery

Coronavirus status: OPEN
Coronavirus status: OPEN

We are set in a brand new purpose built building. A truely delightful location with its own outside play area and accessible parking. We value children as individuals, recognising and supporting their needs as appropriate

Who to contact

Telephone
02380 760593
E-mail
YD.Chilworth@brighthorizons.com
Website
www.yellowdotnursery.co.uk

Where to go

Address
University Parkway
Southampton Science Park
SOUTHAMPTON
Postcode
SO16 7PT
Accessibility
Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking

Childcare Information

Vacancies

Contact provider for vacancy details?
Yes

Funded Places

3 & 4 year old funding
Yes
2 year old funding
Yes
Registered to provide 30 hours entitlement
Yes
When is childcare available
Facilities
Visit & Outings
Pets
Car Parking
Messy Play Area
Sleeping Area
Outdoor Play
Computer

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
05/07/2019Inspection (Early Years Register)Good

Inclusion Information

Special Needs

Has Provision
Yes
Experience with
Physical impairment
Medical Needs
Visual impairment
Challenging Behaviour
Social development impairment
Hearing Difficulties
Language impairment
Details
Caters for children with special needs.

Costs

Availability

Age Ranges
0 to 5 years

Time / Date Details

Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday All Day

Local Offer

Local Offer
Communication
Makaton
How will early years setting/school/college staff support my child/young person?

In the room there will be a Room Manager, Senior Nursery Nurse, Nursery Nurse and a Modern Apprentice. Your child will be assigned a Key Person and this Person will be working closely with your child on a daily basis. The key person will be teamed with a buddy to support in the key person role. The Key Person will work closely with the Room Manager and Nursery INCO to observe, assess and record any development your child makes alongside the Early Years Foundation Stage. Daily observations of your child will be made of their wow moments and developmental progress. From these observations activities will be planned to support your child’s Individual Education Plan (IEP) and to move your child forward in their progress. Our Individual Needs Co-Ordinator (INCO) will oversee all support and monitor the progress of any child who requires additional support. The INCO can also gain support from our group Quality Manager. The Hampshire area INCO (Individual Needs Co-Ordinator) is an external support who we can ask for support and ideas and who will coordinate support from external agencies. To assess each child’s learning and development we produce daily observations through written assessments, photographs and professional judgement. These are made by your child’s key person. These are then reflected in activities to support the progression of next steps that are planned using your child’s own interests and you are encouraged to be involved with this process.

How will the curriculum be matched to my child's/young person's needs?

Every child is unique and we take into consideration your child’s progress to plan and support your child at their own pace. We use the Early Years Foundation Stage (EYFS) Curriculum as a guide for your child’s development. Activities are pitched at an appropriate level so that all children are able to develop and access activities according to their specific needs. The nursery’s inclusion co-ordinator helps to plan in extra support where needed. They will be able to provide each child’s key person with support and activities for your child to learn within an area of need. Progress will be evidenced in your child’s learning journal and Individual Education Plans (IEP) or Individual behavioural plans (IBPS’) will be written to support learning in the nursery and in the home. For each child we celebrate what they can do, their wow moments of achievements and next steps achieved and enjoy sharing in their personal achievements at home and in the nursery. We use the children’s interests and next steps as a starting point alongside introducing new activities and experiences for the children to experience. We regularly review our environment to ensure that it is meeting the children’s needs and providing challenges, including rotating resources and equipment. Alongside regularly reviewing IEPs (Individual Education Plans) and IBPs (Individual Behavioural Plans), on a termly basis we review a child’s progress through the key person using the EYFS (Early Years Foundation Stage) to reflect on the progress each child has made.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Yellow Dot offer an open door policy and you are welcome any time to make an appointment to meet with the Key Person, Room Manager, Manager or INCO and discuss how your child is getting on. We believe that your child’s education should be a partnership between you and us. Regular daily conversations will provide opportunities for you to discuss progress. You can also find out information through baseline assessments when you child joins us, parent information evenings where you are invited in to gain knowledge about the Early Years Foundation Stage (EYFS), two parents evenings a year for you to discuss how your child is progressing along with a two year check if they start with us after two and through the children’s work within their own learning journal. If your child is on the SEND register they will have an Individual Education Plan (IEP) which will have individual targets. This is discussed on a termly basis and you will be given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled). If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEND, which means that a formal meeting will take place to discuss your child’s progress and a report will be written. We feel very strongly that if we had any concerns we would never wait for any of these reviews and support you with any concerns immediately.

What support will there be for my child's/young person's overall well being?

We are an inclusive Nursery and we welcome and celebrate diversity. All team believe that high self-esteem is crucial to a child’s well-being. We have a caring and understanding team looking after our children. The Room Manager has overall responsibility for the pastoral, medical and social care of every child in their room. If further support is required we will work alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team. Yellow Dot has a policy regarding the administration and managing of medicines in the Nursery that applies to all children. Parents/Carers must complete a medication form in order for Yellow Dot to be able to administer any medicine when entering the Nursery. There is an ongoing medication form for children with ongoing medicine. We will ask you to complete a care plan with us which enables us to clearly discuss and plan any medication, personal care or special requirements your child might need while they are with us.

What specialist services and expertise are available at or accessed by the setting/school/college?

Within our nursery team we are proud of the expertise of our practitioners. We are continually supporting our team in their professional development in order to improve the outcomes for your child. The key people and Manager are all First Aid trained and have attended advanced safeguarding training. The Nursery INCO has attended courses such as SENCo induction training, and attends termly SENCo network meetings and cluster meetings which contain important changes, legislation or new ideas and resources to support children with SEN. All have all attended a basic Makaton induction and have a team member who has attended the Thomas training. Our manager has worked with children who have additional needs for 20 years and has just completed the advanced diploma in managing the needs of Senco and has attended the Makaton training and Thomas training. We have links with a variety of different specialist services including Area INCO’s, local children’s centre, Early Years Advisory Team, Speech and Language Therapists, Speech and Language Therapy assistants and Portage. If we do not currently have links with a service your child needs to assess we would ensure we develop links with outside agencies or specialists you child needed to ensure they are receiving as much support as possible.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

As part of our Nursery induction all team undertake training in Safeguarding, Manual Handling and Health and Safety which includes slips, trips and falls. Each member of our team are qualified in First aid, food hygiene and have attended advanced safeguarding training. Our team have regular reviews which includes identifying training needs and areas for development within our provision. Our Nursery INCO has completed the SENCO induction training and attends regular support meetings and Cluster meeting to continually reflect on changes in practice. In the nursery we also have team who have received the following training: * Basic, foundation and enhancement Makaton training * Thomas Training * Advanced diploma in managing Senco * Critical incident training * Positive approaches to challenging behaviour We also are able to complete additional training to help with a child Individual SEND.

How will my child/young person be included in activities outside this classroom including school trips?

>We have our own outside area which we use on a daily basis for the children; all of our activities are adapted to ensure all of the children will be able to access them based on age or developmental stage. When going out of the nursery we plan and assess each trip individually. Risk assessments are carried out prior to any nursery trips to ensure everyone’s health and safety will not be compromised through assessing the destination, reviewing the ratios, preparing the equipment needed, planning the route and the mode of transport to ensure that we are meeting the children’s needs. We lower the ratio on all trips and this is based on individual children’s needs and the destination to ensure they have enough support to take part in the outing. We also have specific trip equipment such as nursery buggies, high vis jackets for children to wear, walking rings, nursery phones (without cameras), nursery vans and trip bags with medications and First Aid equipment to ensure that we can meet the needs of the children to take part in the trip.

How accessible is the setting/school/college environment?

Our setting is a purpose built nursery all on one floor. There is easy wheelchair access in to the building and from each room into the garden areas. There is a disabled parking space next to the front door in the nursery car park. We have adult disabled toilet facilities and nappy changing areas in each of the children’s rooms. The majority of the team have basic Makaton training and we use Makaton during the nursery day. We have good links with our area INCO and are very happy to have other professionals such as speech and language therapists visit the children at the setting and to carry out programmes set by these people. We communicate with parents whose 1st language is not English by celebrating appropriate festivals and cultures. We hold EMTAS/Small World meeting periodically and have an allocated Small World Ambassador supporting our teams and parents. Multi-Cultural signs are displayed around the nursery and rooms and leaflets supporting and advising parents on how to bring up their children bilingually are clearly displayed. Holding parent meetings has also helped parents to meet other parents with similar languages and this has encouraged parents to start their own forums. Equipment and facilities to support children and young people with SEND will be secured by observations, record keeping and referrals to outside agencies who if appropriate will put targets and funding in place.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

A smooth transition is important, this may occur when you are joining us, between age groups or moving on from us to join school. Each transition is recognised and supported through preparation. When a space is confirmed we would plan settling in visits. It is important for your child to experience the environment and for you to share key information with the team in the room. We would encourage you to provide us with key information regarding routines, likes and dislikes, care needs and medical conditions. Your child’s key person will be working in conjunction with the Room Manager and Nursery Manager to assess the stages of development and discuss with you when a move is likely to occur. We plan trails between rooms, initially this would be with key person to encourage new relationships. If your child has specific care needs which need support we would invite you to come in to share or demonstrate this with the new room team. If a child is transitioning to school we would contact the school to make links, prepare the children through the activities and write a transition report. For children with SEND (Special Educational Needs and Disability) we would work with the school to plan a transition which meets your child’s needs; we would also arrange either a IPA (Individual Partnership Agreement) or a Transition meeting to get all of the professionals working together with your child together to ensure that support is put into place before they start school.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Within the setting we have four age groups; Babies, Toddlers, Transition and Kindergarten. Each room is set up with the correct resources for this age and stage of development. If a child needed additional resources we would ensure these resources were in the room for them to access freely this can be sharing between rooms, working with our other Yellow Dot sites or applying for funding for specific resources. Equipment and facilities to support children and young people with SEND (Special Educational Needs and Disabilities) will be secured by observations, record keeping and referrals to outside agencies who if appropriate will put targets and funding in place. This helps and informs us to put together, individual education plans and set small achievable targets to help and support the child and the family. We ensure that all children’s individual needs are met to the best of our ability with the funds available.

How is the decision made about what type and how much support my child/young person will receive?

All children will need different types and levels of support throughout their time with us. All children have trial sessions which can allow for previous support to be shared. If your child is joining us with a known special educational need or disability our welcome process for all children is an important time to share the level of support you child has already been receiving and to share any previous involvement with external agencies so that we can plan the support from the start. All children have a key person and throughout your child’s time with us your child’s key person will observe and make a decision on whether your child will benefit from targeted specific additional support. The Key person will discuss this with the nursery INCO and Manager. We regularly monitor how well the support we have put into place is supporting your child and the progress they are making through regular observations, reviewing targets on IEPs and looking at how they are achieving on their developmental milestones. We have regular meetings with parents to discuss their progress. We may reduce additional support if we feel that they have made significant progress and are no longer in need of the support. We have daily opportunities to be speak to your child’s key person to discuss progress made. There is also the opportunity to have a termly parent consultation to provide an opportunity for you or your child’s key person to discuss support in more depth.

How are parents involved in the setting/school/college? How can I be involved?

We encourage parents to be as involved in the nursery setting as they can be. Primarily we encourage all families to keep us updated on a daily basis when dropping off and collecting your child through talking to your child’s key person and room manager about changes in daily routines and next steps which have been developing. There are lots of ways you can be involved further such as contributing to your child’s learning journal and celebrating milestones with your child’s key person. You can arrange to come in to help with specific activities including people who help us week, celebrating festivals and attending coffee mornings. We invite all of our parents/carers to be involved in their child’s learning through regular daily discussions about what the children are interested in and achieving as well as asking you to contribute regularly through monthly newsletters. We hold lots of special occasions and evenings that parents are encouraged to attend such as Mother’s and Father day events, cream teas, sports days, Christmas Nativity’s and we hold regular EYFS (Early Years Foundation Stage) parents information evenings based on what parents feel they would like to learn more about. We formally survey all parents every 6 months to find out their views on all aspects of the nursery. We are always striving to work in partnership with our parents and it is something we are continually trying to develop and encourage.

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